Depending on the grade level of your student or child, a math word problem may involve simple addition to complex rate problems, and everything in between. This week’s blog will explore as many different resources as possible to support word problems in a comprehensive way.

mathwp6

We will begin with several instructional strategies that are relevant for any content area:

  1. Chunking
  2. Graphic Organizers
  3. Steps of the Process
  4. Visual Guides
  5. Models of Correct Work
  6. Video Modeling
  7. Incorporate Interests
  8. Technology
  9. Pneumonic Devices
  10. Preview Learning

The first website that I offer is http://www.brightstorm.com/math/. This site has video demonstrations of just about every type of math problem in algebra, geometry, algebra 2, trigonometry, precalculus and calculus. You can also enter your own problem and get a solution. For $4.99 a month, you can get an interactive online tool that will show you the steps to solving any math problem you enter.

Example: Word Problems Using Systems of EquationsContinue Reading

There is nothing amusing about “the meltdown”. It is reflective of a complete loss of control of the person with an autism spectrum disorder. It is often loud, risky at times, frustrating, and exhausting.

Here is a video that explains meltdowns from the perspective of someone living with autism.  Feel free to share with others, as it is available through youtube.

 Ask an Autistic: What is a meltdown?

One might say that the loss of control overtakes the child. They need their teacher or parent to recognize this and help them to regain control, as they are unable to do so on their own. A child with autism in the middle of the meltdown desperately needs help to regain composure.

Moreover, it becomes critical to learn to recognize when the meltdown is imminent.

In this way, you can both work to prevent a meltdown. The individual with an autism spectrum disorder needs to learn how to recognize the feelings of escalation and then actualize strategies to de-escalate before the crisis ensues.

LRfeelingschartThat is why a “feelings chart” or “emotion rating scale” can be such an important strategy.

Notice the left column of this particular feelings chart. It should be reviewed when calm to help identify the internal and external indicators that emotions are changing. The right hand column is just as, if not more important, in that it helps to identify calming strategies for that particular individual.

It is best to intervene early in the escalation process to increase the likelihood of a successful solution to the situation.

We are not “giving in to” or “reinforcing” negative behavior when providing one of these calming strategies, but rather throwing a lifeline to someone that is unraveling neurologically for many possible reasons.

by Lisa Rogers

How do we decrease neurological stress?  The following is an excerpt from my recent book titled “Visual Supports for Visual Thinkers: Practical Ideas for Students with ASDs and Other Special Educational Needs”

Visual processing

A research team funded by the National Institutes of Health found that, in people with autism, brain areas normally associated with visual tasks also appear to be active during language-related tasks. This provides evidence to explain a bias towards visual thinking that is common in those with autism.

Try this little activity: the following statement is about neurological processing.

“Visual’s a strength, auditory ain’t.”

As you say this, make goggles with your hands to cover your eyes. Then try saying it again while cupping your hands to make ear muffs over your ears. This little exercise will help your brain to remember a key statement about the preference for those with ASD for visual versus auditory learning. This understanding is the first step for taking a different course of action when responding to the behavior of those struggling with neurological stress.

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narrative

Although sensory differences are very real and must be recognized as such, narratives can help to deal with these differences. For instance, there was a high school student that was having significant difficulty with the hallway transition from class to class. Not only was there the loud bell that signals the transition, but then it was followed by a crowded hallway and noisy teenagers talking in groups.

narrative

 

One way to address this might be to allow an early release from class to avoid much of this hallway chaos. Another option is to provide a narrative that helps deal with this difficult transition.

The following is an example of such a narrative:

Passing Period at High School

My name is ___________. I am a student at _________ High School.

In High School, there are different periods. A bell rings at the end of each period.

When the bell rings, the students walk in the hall to go to their next class.

Sometimes, the students make a lot of noise as they walk down the hallway. This might hurt my ears.

That is O.K. The passing period lasts only for a few minutes. Soon, the halls will be quiet again.

I remember that I can just wear my headphones & listen to music during the passing period.

Then, I will get to walk to my next class where it is nice and quiet.

I can do this!

Staff noticed that the student would repeat the story to himself while walking down the hall. A narrative can validate feelings, provide a solution and even offer comfort during a stressful time.

The following is another example of a narrative addressing sensory issues. This time, the narrative was written for a student that wanted to hug her classmates frequently and deeply to get that deep pressure feeling.

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In a previous post, we reviewed strategies for solving math word problems. One of the comprehensive strategies noted was priming. This week, we will take a closer look at this strategies in order to apply it across subject areas and grade levels.

priming

Priming is a method of preparing a student with ASD for an activity that he or she will be expected to complete by allowing the student to preview the activity before it is presented for completion.

Priming helps to:Continue Reading

Middle School

 

Q: Dear Lisa,

My son has High functioning Autism and is in general education classes in public school. He will be going to Middle School next year and I was wondering how should I prepare the teachers for him, and him for the teachers? This will be different as he no longer has just one teacher but will have many. We have had our ARD and I know the school does so much but I’m nervous and wanted to know what I can do as his parent.

-Sharon Kaiser/Plano, TX

Middle School

A: Dear Sharon,

I’m so glad to have this question. Too often, April or May rolls around and then we begin to have a conversation about transitioning to a new school in the following Fall Semester. By planning ahead, parents and teachers can alleviate the anxiety associated with such a big change and increase success from Day 1 of school. Of course, each person on the spectrum responds to and deals with change in their own way. By including your son in the process, you can make decisions that are tailored to his needs.

Possible activities to consider include the following:

  • Determine the point of contact[s] at the new school
  • Plan a visit to the new campus; coordinate with a small group of friends if possible
  • Set up a Circle of Friends or buddy/social coach
  • Provide a map of the new campus
  • Build a schedule that includes student interests
  • Build a schedule that will meet sensory needs
  • Write a social story about the new campus and new staff. You can find a sample social story in video format at the following link: https://www.youtube.com/watch?v=qk0Nag4zvJk
  • Consider beginning to switch several classrooms at the elementary campus to practice this new aspect of Middle School life in a safe environment
  • Ensure the new staff have training in autism to build common understanding
  • Ensure that visual supports are in place to prevent stress. Signs on the first week of school can help navigate a new environment [e.g. schedule, scripts, narratives, etc.]
  • Discuss whether or not the student will benefit from a “Home Base”. A “Home Base” is a predetermined location for the student to regain composure or work through a problem.
  • Develop a plan for communication between home and school

In addition, I strongly recommend creating a portfolio of your child’s strengths, needs and interests.

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Q: “I’ve heard that if my son (who is on the autism spectrum) is having a problem staying on task while in school that he should use the “keychain rules”. Would you please explain this term to me?”  – Curious in Nashville, Tenn

Rules listA: Keychain rules are short statements or phrases of desired expectations that capitalize on the tendency toward rules and structure.

They serve as reminders in a quick and easy format that prevent much discussion about them. Rather than say, “stay in your seat” over and over without much impact, the teacher can now say, “Please check keychain rule number 4”. Again, if the rules are attached to a heightened interest, their effectiveness is enhanced.

This student’s interest in Greek mythology was incorporated to his keychain rules as much as possible through the addition of pictures.

Keychain Rule #1: Use appropriate words and voice

  • Say nice things to others
  • Speak in a respectful tone [level 1, 2, or 3]

Keychain Rule #2: Follow directions from teachers

  • Teachers and Mom are trying to help me, so be sure to say “O.K. I’ll try”
  • Give my teachers and Mom a smile or a “thumbs up”

Keychain Rule #3: I will be in control of my body

  • Stay in my assigned seat
  • Keep hands and feet to myself

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Remember that a mini-map is a visual strategy that takes a chunk of time and breaks it down even further. This seemingly simple strategy can be highly effective to address “rough spots” in different environments. We have seen how this can prevent work avoidance behaviors at school and now we will shift the focus to an overlapping struggle that is common at home: homework!

mini maps at home

Many students with Asperger’s struggle to navigate the waters of school life only to come home and face more academic work.

It is probably safe to say that most students, with and without Asperger’s, would rather not deal with homework in the evenings. However, the difference is that the student with Asperger’s has worked harder all day long to deal with not only academic stress, but also the added challenges of social interaction and sensory overload, creating a cumulative effect with different possible results.

It is difficult for neuro-typical persons to truly understand this internal struggle that persons with Asperger’s deal with on a daily basis. I found myself in a situation recently and thought it might be a glimpse into what going through a stressful day as a person with Asperger’s might feel like:

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Research indicates that incorporating specific motivations such as offering choices increases the rate of performance on academic tasks and decreases disruptive behaviors. Choice can take on many forms as related to academic tasks.

Child in school, making choice, education

As one example, students can be given several topics to choose from to complete an assignment. Students may also be given a list of several activities, of which they are to complete two. By giving them a choice, students are more likely to begin the assignment and even more likely to complete it.

Making a connection to general education strategies, differentiated instruction promotes the use of choice in a variety of ways.  At a center or station, students can choose from a list of 5 to 6 activities.

How to Implement Choice in the Classroom

A math station list of choices might include a variety of activities that would be engaging and motivating:

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In a previous blog we discussed the need to support students in identifying and expressing their feelings through the use of a feelings chart. The feelings chart may be on a scale of “one to three” or “one to five” with level one indicating that the student is most calm. If possible, you can increase the effectiveness of this strategy by decorating the different levels with pictures/clip art that reflect a student’s interest. I have created feelings charts with different expressive pictures of Mario Bros, dinosaurs and even The Dukes of Hazzard characters!

Happy group of kids

Once the student understands what each level means, then it is most critical to identify calming activities for each level. Each of us responds differently to different experiences and this should be highly personalized in order to actually help the student calm down when needed.

As an example:

I find shopping to be very enjoyable and calming. However, my best friend finds the very same experience to be frustrating and adds to her stress level. Most people respond positively to either gross motor [large muscle] activities or simple, repetitive tasks as a calming mechanism. The key is to find what specific activities within these two broad categories might work for an individual.

Some examples of gross motor [large muscle] activities include, but are not limited to:Continue Reading

Child, Graphic Organizer

Continuing with instructional supports, this week’s blog will focus on a simple, yet powerful strategy: graphic organizers.

“Graphic organizers are tools that help your brain think.”

– Kylene Beers

Most teachers use graphic organizers but might not be fully aware of the comprehensive benefits of this visual support. Graphic organizers can accomplish the following key elements toward instructional success:

Child, Graphic Organizer

  • understand important data with very little reading involved
  • think logically
  • identify main concepts
  • assign specific labels to concepts
  • sort relevant and non-relevant details
  • make predictions
  • identify cause and effect
  • identify and understand consequences
  • organize and sequence data
  • understand time lines
  • visualize and understand abstract content

Researchers found that when content is illustrated with diagrams, the information can be maintained by students over a longer period of time.

Graphic organizers portray knowledge in a meaningful way which helps bring clarity to ideas as connections are made.

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In a previous blog we established the core strategy of a class schedule or agenda as an essential starting point, let’s extend our focus to a companion strategy. A schedule within a schedule has many names. For our purposes, we will call this sub strategy “mini-maps.”

A mini-map takes a piece of the schedule and breaks it down even further.

The schedule guides you from one major activity to another, while the mini-map clarifies the smaller steps within that activity. This can be especially helpful to decrease frustration associated with academic tasks, but can be useful for any chunk of time that presents a challenge.

strategy, mini-maps

Some people with Asperger’s have difficulty with experiences that are too sensory in one way or another. Going to P.E. or taking a bath/shower can be broken down into smaller steps so that an individual can walk through these difficult experiences with a guide and a clear understanding that there is an end in sight.

For now, let’s focus on mini-maps as they relate to academic endeavors.

Often, teachers note that a common antecedent or trigger to behavioral difficulties is the presentation of academic tasks. The behaviors can range from a verbal protest to a meltdown when students feel overwhelmed by school work.

The first question to ask, of course, is what is there about the work that makes the student feel so overwhelmed? Does the page look too busy? Is too much handwriting involved? Are there too many problems? Is it too difficult or too easy? In other blogs on our “Education: K-12” section, we discuss ways to adjust the format and/or content of academic tasks to increase student success.

Mini Map Example:

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